Odd Juxtaposed Contours Drawing (.PDF)

Odd Juxtaposed Contours Drawing Name:___________
juxtapose – verb-(used with object), -posed, -posing. to place close together or side by side, esp. for
comparison or contrast.
contour – noun-the outline of a figure or body; the edge or line that defines or bounds a shape or object.
STEP ONE: CREATE a series of 12 small CONTOUR drawings on a sheet of 18 x24 paper, of objects that
you would not normally place together. A great example of this style of art is found in this handout. You can
find images in magazines or the internet in order to help you get ideas and create more proportional pieces
of work. You may use pencil or pen to complete this assignment. Do thumbnails in your sketchbook first, to
work out each square. REMEMBER: to write the description labels below each juxtapose square when you
are finished.
STEP TWO: REFLECT: Answer the following questions on the reverse side of your project or on a
separate sheet of paper:
1) What aspect of your finished work do you find most successful and why?
2) What aspect of your finished work do you find least successful and why?
3) If you had to do this project again what would you change/improve and why?

Odd Juxtaposed Contours Drawing Rubric Name:__________
Knowledge/
Understanding
Demonstrates
understanding of the
elements & principles
of design in the
drawing (e.g. shape,
form, line, proportion
unity)
Thinking/
Inquiry
Depicts odd juxtapose
contours employing
representational
imagery
Communication
Reflective Questions:
Strength, Weakness &
Next Step
Application
Creative Process:
Ability to solve a series
of artistic problems,
showing an awareness
of formal qualities,
visual conventions, and
relevant ideas and
concepts.
Preliminary Sketches.
(3)
Creative Process:
Demonstration of Skill
Development &
following procedures
including Clean Up
Uses elements &
principles of design
and drawing
techniques to produce
an effective artwork
(proportion, shape,
line, etc.)
Variety of Contours
(Shape and line)
Level 0
Work does not
meet
assignments
expectations for
this category.
Incomplete.
0
Work does not
meet
assignments
expectations for
this category.
Incomplete.
0
Work does not
meet
assignments
expectations for
this category.
Incomplete.
0
Work does not
meet
assignments
expectations for
this category.
Incomplete.
0
Incomplete.
0
Incomplete.
0
Incomplete.
0
Level 1
Student
demonstrates
limited
understanding of
the elements &
principles of design
in the drawing.
0.25
Student depicts
odd juxtaposed
contour
representational
imagery in the
drawing with
limited
effectiveness.
0.25
Poor, yes/no
answers/limited
incomplete.
0.25
Preliminary
sketches are
poor/incomplete.
Concepts are
poor/incomplete.
Planning is
tentative or nonexistent.
(0.5)
0.5
Student
demonstrates
limited
effectiveness in
demonstrating the
creative process
and following
procedures.
5
Student
demonstrates
limited use of the
elements &
principles of design
& drawing
techniques to
produce an art
work of limited
effectiveness.
1
Work
demonstrates
limited variety of
contours, shapes
and lines. The
composition does
not contain
sufficient value.
1
Level 2
Student demonstrates
some understanding
of the elements &
principles of design in
the drawing.
0.50
Student depicts odd
juxtaposed contour
representational
imagery in the
drawing with some
effectiveness.
0.50
Somewhat coherent
and somewhat
complete.
0.50
Preliminary sketches
are somewhat clear
and complete.
Concepts are
somewhat complete.
Planning is somewhat
substantial & shows
some alternative
ideas. (1-2)
1
Student demonstrates
some effectiveness in
demonstrating the
creative process and
following procedures.
5-6
Student demonstrates
some use of the
elements & principles
of design & drawing
techniques to produce
an art work of some
effectiveness.
2-3
Work demonstrates
some variety of
contours, shapes and
lines. The
composition is grey
overall or contains
minimal value to
reflect 3-
dimensionality.
2
Level 3
Student demonstrates
considerable
understanding of the
elements & principles
of design in the
drawing.
0.75
Student depicts odd
juxtaposed contour
representational
imagery in the
drawing with
considerable
effectiveness.
0.75
Clear and substantial
answers.
0.75
Preliminary sketches
are mostly complete.
Concepts are
complete. Planning is
evident & shows
some divergent
thinking is evident. (2-
3)
1-1.75
Student demonstrates
considerable
effectiveness in
demonstrating the
creative process and
following procedures.
7-8
Student demonstrates
considerable use of
the elements &
principles of design &
drawing techniques to
produce an art work
of considerable
effectiveness.
3-4
Work demonstrates
considerable variety
of contours, shapes
and lines. The
composition contains
sufficient value to
reflect 3-
dimensionality.
3 - 4
Level 4
Student
demonstrates
a high degree of
understanding of
the elements &
principles of design
in the drawing.
1
Student depicts
odd juxtaposed
contour
representational
imagery in the
drawing with a high
degree of
effectiveness.
1
Superior and
insightful answers.
1
Preliminary
sketches are
thorough &
complete.
Concepts are fully
developed.
Planning is
exceptional &
considerable
flexibility in
thinking. (3+)
2
Student
demonstrates
superior
effectiveness in
demonstrating the
creative process
and following
procedures.
8- 10
Student
demonstrates a
high degree of
using the elements
& principles of
design & drawing
techniques to
produce a highly
effective art work.
5
Work
demonstrates
superior variety of
contours, shapes
and lines. The
composition
contains balanced
value.
5
A1. The Creative Process: apply the creative process to create a variety of artworks, individually and/or collaboratively;
A1.1 use various strategies, individually and/or collaboratively, with increasing skill to generate, explore, and elaborate on original ideas
and to develop, reflect on, and revise detailed plans for the creation of art works that address a variety of creative challenges (e.g., extend
their skills in using brainstorming, concept webs, mind maps, and/or groups discussions to formulate original and innovative ideas for an art
work on a social or personal theme; use critical research skills to explore and elaborate on ideas; demonstrate fluency in formulating clear
and detailed plans; demonstrate flexibility in revising their plans on the basis of reflection)
A1.2 apply, with increasing fluency and flexibility, the appropriate stages of the creative process to produce two- and three-dimensional art
works using a variety of traditional and contemporary media (e.g., extend their skills in working with a range of media; demonstrate
flexibility in revising plans in response to problems encountered during other stages of the creative process; reflect on the effectiveness of
preliminary versions of their work, and revise the work on the basis of reflection and self-assessment)
A1.3 document their use of each stage of the creative process, and provide evidence of critical inquiry, in a portfolio that includes a range
of art works created for a variety of purposes (e.g., ensure that their portfolio includes the following: evidence of critical inquiry associated
with idea generation and elaboration; evidence of research on how different artists approach specific themes and/or use particular
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techniques that can be adapted in their own work; preliminary and final works to show evidence of thoughtful revision), and review and
reflect on the contents of their portfolio to determine how effectively they have used the creative process
A2. The Elements and Principles of Design: apply the elements and principles of design to create art works for the purpose of self-expression
and to communicate ideas, information, and/or messages;
A2.1 apply the elements and principles of design with increasing skill and creativity to produce two- and three-dimensional art works that
express personal feelings and communicate specific emotions (e.g., extend their skills in combining various elements and principles to
convey a sense of fear, happiness, hopefulness, despair)
A2.2 apply the elements and principles of design as well as a wide range of art-making conventions with increasing skill and creativity to
produce art works that comment and/or communicate a clear point of view on a variety of issues (e.g., extend their skills by manipulating
elements and principles and using conventions in creative ways to produce an art work that conveys the point of view of a teenager living
on the street or that comments on a current event or social issue)
A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and emerging technologies, tools, and
techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.
A3.1 use with increasing skill a wide variety of media, including alternative media, and current technologies to create two- and threedimensional
art works for a variety of purposes (e.g., extend their skills in the manipulation of a variety of media and technologies to create
a sculpture for an outdoor space, a mixed-media work for display on the Internet, an installation evoking their cultural heritage)
A3.2 use with increasing skill a wide variety of traditional and current materials, technologies, techniques, and tools to create original art
works for a variety of purposes and audiences
B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and
reflecting on various art works;
B1.1 demonstrate the ability to support their initial responses to a variety of art works with informed understanding of the works’ artistic
form and function (e.g., describe their initial response to an art work, and explain in detail how specific aspects of the work’s content,
formal qualities, and media inform that response)
B1.2 deconstruct with increasing skill and insight the visual content and the use of elements and principles of design in their own art
work and the work of others (e.g., extend their skills in identifying individual elements and principles and aspects of the visual content in
an art work, interpreting their function, and analysing their effect; compare and contrast the use of shape, form, line, texture, space, and
balance in Frank Lloyd Wright’s Falling Water and Moshe Safdie’s Habitat)
B1.4 describe in detail and reflect on with increasing insight the qualities of their art works and the works of others, and evaluate the
effectiveness of these works using a wide variety of criteria (e.g., provide an informed explanation of why a work of art is, or is not,
successful with respect to its ability to communicate a message or emotion, its technical and aesthetic conventions, its form and stylistic
qualities, its originality)
C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components
related to visual arts;
C1.1 extend their understanding of the elements and principles of design, and use terminology related to these elements and principles
correctly and appropriately when creating or analysing a variety of art works (e.g., when analysing how artists’ manipulation of space,
movement, form, and proportion affects meaning in an installation or an environmental work)
C1.2 explain in detail terminology related to a wide variety of techniques, materials, and tools (e.g., techniques and materials associated
with installation art; additive and subtractive techniques, digital manipulation, impasto, optical colour mixing, pointillism), and use this
terminology correctly and appropriately when creating, analysing, and/or presenting art works
C1.3 explain in detail the stages of the creative process and the critical analysis process, and explain, using appropriate terminology,
how these processes contribute to the successful creation and analysis of art works
C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works;
C2.1 extend their understanding of a wide variety of techniques that artists use to achieve a range of specific effects (e.g., techniques
used to create a range of textures in an art work, to develop the connection and relationship between forms in a composition, to draw
attention to specific parts of a work)
C2.2 extend their understanding of the variety of conventions used in visual art (e.g., allegory, appropriation, juxtaposition, synectics;
conventions associated with formalism, objective and non-objective abstraction, propaganda, realism, social commentary), and explain
in detail how they are used in a variety of art works
C3. Responsible Practices: demonstrate an understanding of responsible practices in visual arts.
C3.2 demonstrate appropriate health and safety procedures and conscientious practices in the selection and use of various materials,
techniques, tools, and technologies when producing or presenting art works (e.g., demonstrate safe practices when creating
installations, assemblages, earthworks, constructions, multimedia projects; demonstrate appropriate protocols, deportment, and
respect for others when working in a studio or visiting a presentation space)